Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics

Jönsson, Anders; Rosenlund, David; Alvén, Fredrik

doi:10.3389/feduc.2017.00048

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…Det har visat sig att exempelvis mätningen av elevers möjligheter att resonera blir lidande om detta görs med hjälp av flervalsfrågor (e.g. Jönsson, Rosenlund & Alvén, 2017).…”

Section: Bakgrundunclassified

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

Fjellborg

Molin²

2018

ADNO

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Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också påvisas i denna studie. Den visar att det särskilt är uppgifter med lite text som handlar om geografiska begrepp som uppvisar större skillnader i prestationer mellan elever som följer kursplanen i svenska respektive svenska som andraspråk. Resultaten kan stödja såväl lärare som provkonstruktörer att bättre anpassa undervisning och prov genom att undvika att skapa uppgifter som mäter irrelevanta bakgrundsfaktorer som påverkar elevernas möjligheter att besvara uppgifter på ett adekvat vis utifrån deras kunskapsnivåer.Nyckelord: Nationella prov i geografi, uppgiftsformat, elever med utländsk bakgrund, svenskfödda elever, DIF-analysWhat types of test items benefit students who follow the syllabus in Swedish as a second language? A study using data from the Swedish national assessments in geography.AbstractPupils born outside Sweden are likely to accomplish less in comparison to native pupils, primarily as a result of inferior knowledge of the Swedish language. Based on a statistical analysis (Differential item functioning) of questions given at national tests in geography (2014-2017), it was possible to identify questions where pupils following the syllabus of Swedish as a second language attain either considerably better or more inferior results than expected. Earlier research has shown that pupils whose native language is not Swedish find it particularly hard to comprehend geographic concepts, which was confirmed by the present study. This study furthermore revealed that in particular questions containing a limited amount of text concerning geographic concepts resulted in larger differences than expected between native pupils following the syllabus in Swedish and foreign born pupils following the syllabus in Swedish as a second language. These findings could aid teachers and test constructors in their efforts to adjust teaching and tests by not formulating questions that measure irrelevant background factors, which might affect the pupils’ ability to answer questions adequately, based on their level of knowledge.Keywords: National tests in geography, question format, pupils born outside Sweden, Swedish-born pupils, DIF-analysis

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“…Det har visat sig att exempelvis mätningen av elevers möjligheter att resonera blir lidande om detta görs med hjälp av flervalsfrågor (e.g. Jönsson, Rosenlund & Alvén, 2017).…”

Section: Bakgrundunclassified

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

Fjellborg

Molin²

2018

ADNO

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“…After you have read the chapter one time, would you rather …"). The effect of questionnaire formats on tasks is a key topic examined in the past (e.g., Jönsson et al, 2017;Rodriguez, 2003). However, despite the suggested effects of different question formats, how the relationship with objective indices varies with the various question formats of self-report questionnaires has not been examined.…”

Section: Introductionmentioning

confidence: 99%

Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade

Kashihara

Fukaya²

2022

Eur J Psychol Educ

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Predicting the actual performance of strategy use with self-report questionnaires is difficult, especially among elementary school children. Nevertheless, due to the simplicity of self-report questionnaires, it is desirable to identify one that can predict children’s performance of actual strategy use. This study investigated whether a self-report questionnaire on the frequency of using a diagram strategy in mathematical problem-solving can predict children’s actual diagram use by manipulating the question type (i.e., free description, multiple-choice, and Likert scale). We also examine the question types that can better predict the actual strategy use in elementary school children. Fourth- to sixth-grade children were asked to complete both a questionnaire, which asked about their daily use of a diagram strategy through three question types and a test consisting of math word problems. We found that when children were asked to self-report their strategy using a Likert scale, they were predicted to use diagrams during the test regardless of grades. Furthermore, the older the children became, the more effective it was to ask them to self-report in a free description type. These results suggest that appropriate question types can make it possible to measure actual strategy-use behaviors through self-report measures, even for elementary school children.

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“…157 Även Jönsson menar att bedömningsprocessens hur-dimension hanteras på olika sätt inom mättraditionen och tolkningstraditionen. Jönsson (2017), s. 8. Notera att tolkningsutrymmet inrymmer två dimensioner.…”

Section: Mättradition Vs Tolkningstraditionunclassified

“…[…] External testing programs are those con-159 Caroline Gipps 1994, s. 14-15. 160 Exempel på svenska forskare som har intresserat sig för skolrelaterad extern bedömning: Se t ex Forsberg & Lundahl (2006); Forsberg & Lundahl (2009); Lundahl (2006); och Jönsson (2017). För en översikt av forskningen inom fältet pedagogisk bedömning, se Eva Forsberg 2010.…”

Section: Ett Bedömningsteoretiskt Interludium 471 En Definition Av Be...unclassified

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Den fjärde kvadrantens dilemma : Kunskapsbedömning i en föränderlig historiekultur

Gunnemyr¹

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The purpose of this dissertation is to explore how history teachers in Swedish upper-secondary school perceive voluntary external tests in history. The study focuses on history teachers' perceptions of 1) the design of the tests, 2) the implementation of the tests, 3) the use of the tests and 4) the impact of the tests on their assessment practice. The overall aim is to investigate how historical culture, as it is expressed in the school subject of history, changes over time. The analytical focus for the study has been to explore the significance of knowledge assessment in general, and voluntary external tests in particular, for this change. The temporal focus for the study has been the 2011 Swedish school policy reforms manifested in the curriculum for upper-secondary school (Gy11). The theoretical framework combines theory of history didactics and theory of assessment. Historical culture and assessment culture are the central concepts of the study. The overall hypothesis of the study is that the relationship between the school's historical-cultural dimension and the assessment-cultural dimension contains a latent tension referred to as the dilemma of the fourth quadrant. The empirical material was collected from qualitative interviews with eight history teachers. The first sub-study included four teachers during the year 2009 who had used a voluntary external test named the History Teachers' Test (HLP). The second sub study included four teachers during the year 2016 who had used a voluntary external test named the Course Test in History (KP). The results show that history teachers perceive and handle the external tests in different ways. One possible interpretation of this difference is that the tests respond to different needs or problems. In the study, two such problem areas have emerged, the equivalence problem and the alignment problem. A conclusion based on the empirical results is that the HLP-teachers use the test results for a summative purpose to deal with an equivalence problem, while the KP-teachers use the test tools for a formative purpose to deal with an alignment problem. The results also show that there is strong a connection between the school's historical-cultural dimension and assessment-cultural dimension, manifested in the history teachers' different ways of perceiving and using voluntary external tests.

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Complement or Contamination: A Study of the Validity of Multiple-Choice Items when Assessing Reasoning Skills in Physics

Cited by 4 publications

References 14 publications

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi.

Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade

Den fjärde kvadrantens dilemma : Kunskapsbedömning i en föränderlig historiekultur

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